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Conventional Accounts (conventional + account)
Selected AbstractsWHAT DO WE KNOW ABOUT CHAROPHYTE (STREPTOPHYTA) LIFE CYCLES?,JOURNAL OF PHYCOLOGY, Issue 5 2010David Haig The charophyte algae are the closest living relatives of land plants. Their life cycles are usually characterized as haploid with zygotic meiosis. This conclusion, however, is based on a small number of observations and on theoretical assumptions about what kinds of life cycle are possible. Little is known about the life cycles of most charophytes, but unusual phenomena have been reported in comparatively well-studied taxa: Spirogyra and Sirogonium are reported to produce diploid gametes with synapsis of homologous chromosomes before fusion of gametic nuclei; Closterium ehrenbergii is reported to undergo chromosome reduction both before and after syngamy; and zygotes of Coleochaete scutata are reported to replicate their DNA to high levels before a series of reduction divisions. All of these phenomena require confirmation, as does the conventional account. [source] Organizing intelligence: Development of behavioral science and the research based model of business educationJOURNAL OF THE HISTORY OF THE BEHAVIORAL SCIENCES, Issue 3 2009William P. Bottom Conventional history of the predominant, research-based model of business education (RBM) traces its origins to programs initiated by the Ford Foundation after World War II. This paper maps the elite network responsible for developing behavioral science and the Ford Foundation agenda. Archival records of the actions taken by central nodes in the network permit identification of the original vision statement for the model. Analysis also permits tracking progress toward realizing that vision over several decades. Behavioral science was married to business education from the earliest stages of development. The RBM was a fundamental promise made by advocates for social science funding. Appraisals of the model and recommendations for reform must address its full history, not the partial, distorted view that is the conventional account. Implications of this more complete history for business education and for behavioral theory are considered. © 2009 Wiley Periodicals, Inc. [source] Countervailing Immigration and Domestic Migration in Gateway Cities: Australian and Canadian Variations on an American ThemeECONOMIC GEOGRAPHY, Issue 3 2007David Ley Abstract: This article addresses the spatial regularity of countervailing population flows of immigration and net domestic migration, respectively, into and out of large gateway cities. This regularity has been noted most often in the United States, and the argument presented here makes two new contributions. First, it extends the analysis to the principal Australian and Canadian gateway cities of Sydney and Toronto, making use of an extended time series of annual data. Second, it argues for the importance of the neglected effects of housing markets, in contrast to conventional accounts that stress cultural avoidance or labor market competition, in differentiating the two demographic streams. The article shows how trends in the housing market separate the locational preferences of immigrants from two diverse groups of domestic migrants. [source] Routes to party choice: Ideology, economic evaluations and voting at the 1997 British General ElectionEUROPEAN JOURNAL OF POLITICAL RESEARCH, Issue 3 2001C.J. PATTIE Most conventional accounts of voting behaviour fit single models to the entire electorate, implicitly assuming that all voters respond to the same sets of influences, and do so in similar ways. However, a growing body of research suggests that this approach may be misleading, and that distinct groups of voters approach politics, and the electoral decision, from different perspectives. The paper takes a disaggregated look at voting in the 1997 British General Election, dividing voters into different groups according to their formal educational qualifications. Results suggest that different groups of voters respond to different stimuli, depending on their education, and on the party they are voting for. [source] Capturing Government Policy on the Left,Right Scale: Evidence from the United Kingdom, 1956,2006POLITICAL STUDIES, Issue 4 2009Armèn Hakhverdian The left,right scheme is the most widely used and parsimonious representation of political competition. Yet, long time series of the left,right position of governments are sparse. Existing methods are of limited use in dynamic settings due to insufficient time points which hinders the proper specification of time-series regressions. This article analyses legislative speeches in order to construct an annual left,right policy variable for Britain from 1956 to 2006. Using a recently developed content analysis tool, known as Wordscores, it is shown that speeches yield valid and reliable estimates for the left,right position of British government policy. Long time series such as the one proposed in this article are vital to building dynamic macro-level models of politics. This measure is cross-validated with four independent sources: (1) it compares well to expert surveys; (2) a rightward trend is found in post-war British government policy; (3) Conservative governments are found to be more right wing in their policy outputs than Labour governments; (4) conventional accounts of British post-war politics support the pattern of government policy movement on the left,right scale. [source] The Limitations of ,Policy Transfer' and ,Lesson Drawing' for Public Policy ResearchPOLITICAL STUDIES REVIEW, Issue 2 2003Oliver James The concepts of ,lesson drawing' and ,policy transfer' have become increasingly influential ways of understanding public policy, especially in the UK. However, the main proponents of the concepts, Rose for ,lesson drawing' and Dolowitz and Marsh for ,policy transfer', have difficulty in providing convincing answers to three questions that are important for them and those engaged in similar studies. First, can they be defined as distinctive forms of policy- making separate from other, more conventional, forms? ,Lesson drawing' is very similar to conventional accounts of ,rational' policy-making and ,policy transfer' is very difficult to define distinctly from many other forms of policy-making. Second, why does ,lesson drawing' and ,policy transfer' occur rather than some other form of policy-making? The proponents of ,policy transfer' put a set of diverse and conflicting theories under a common framework, obscuring differences between them. Third, what are the effects of ,lesson drawing' and ,policy transfer' on policy-making and how do they compare to other processes? Whilst the effect of more ,lesson drawing' seems to be more ,rational' policy-making, the effect of ,policy transfer' on policy ,success' and ,failure' is less clear. Dolowitz and Marsh redescribe aspects of ,failure' as different forms of ,transfer' rather than giving independent reasons for outcomes based on features of transfer processes. Overall, particularly in the case of ,policy transfer', researchers may be better off selecting from a range of alternative approaches than limiting themselves to these conceptual frameworks. [source] | ||||||||||